The Restructuring of the course - Following the 3rd consortium
- For the minutes of the consortium - see please the BLOG "3rd consortium" above.
- James Bank's five dimensions of MCE
- Following the working team sessions in Linz
LESSON PLANS FOR THE COMMON COURSE
Following the suggested topics in the grid for the"restructured syllabus", please upload your lessons into the appropriate folders.
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UNIT #: Multicultural education as a pedagogical paradigm
Multicultural education as a pedagogical paradigmRationale:Becoming an educator in multicultural (Mc) contexts requires not only awareness to pupils’ diversity [ethnic, cultural, gender, etc.] but also understanding of multicultural education (McE) as a philosophical educational approach which entails professional outlook and proficiency embodied in personal, social and political stands. This requires ongoing learning concerning students’ cultural diversity, their cultural backgrounds and the components of their culture, an ever increasing awareness as to one’s own perceptions of human differences and cultural diversity, as well as to one’s own dispositions and competencies with regard to McE and the way it assist or hinder their inter-cultural relationships. Moreover, it requires familiarization with the concepts of McE and pedagogical models compatible with it goals.Learning outcome:
- Students will learn what characterizes the multicultural educational paradigm and what is expected from the multicultural educator.
- Students will increase their awareness to personal factors involved in their teaching and learning experiences, the way these impede or/and facilitate their intercultural relationships.
– Students will increase their repertoire of educational approaches, educational principles and teaching strategies and tools viable for the promotion of learning in a multicultural classroom.
UNIT # : Me and the World - Introspective approaches (a) Working with biographies and narratives
UNIT # :
Me and the World - Introspective approaches (a) Working with biographies and narratives
UNIT # : Autobiographies as a tool for the development of intercultural competences
Understanding one’s own culture, enables the intercultural teacher to understand with which values s/he meets (and judges) people from other cultures. ABCD crown is an autobiographical method which can increase students’ awareness to their culture by reflecting upon incidents and stands within intercultural situations from their own biographies. In "Lesson 4" students will be familiarized with the method and in "Lesson 5" they will experience using it to critically reflect upon the values affecting their judgment of people from a different culture.
The student should be able:
- To explain the way one’s own autobiography influences her/his work within Mc classrooms;
- To describe one’s own cultural background and how this influences the way s/he understands other cultures;
- To formulate the way s/he wants to teach in a Mc classroom, considering her/his own cultural background
- To develop activities based on one’s own view on teaching in Mc classrooms
UNIT # : Working with biographies & narratives: the multiple role of memories and languages
UNIT # :
Working with biographies & narratives: the multiple role of memories and languages
The stringent necessity for pluralistic approaches in education underlines the important role of languages for equitable learning as well as for social cohesion. This lesson asks for reflecting the correlation between language biography, intercultural encounters in life story and professional biography. Using auto-/biographical and narrative approach, characterized by a self-reflective, person-centered and dialogical way of working, student teachers will be able to reflect on their attitudes towards cultural and linguistic diversity. Introspective reflection concerning identities can assist students in deeply investigating the roots of their behavior and attitudes towards “otherness” and consequently train them in changing their perspective – generating thus a core competence in intercultural education alongside the development of intercultural awareness. Furthermore dealing with biographies should enable reasoning and critical thinking, foster creativity for problem solving and enhance tolerance for preventing interpersonal conflicts in the long run.
UNIT # : Critical incidences
Unit # :The extended conversation
Unit # :
The extended conversation
Unit # : Diverse environment and integration into it
Unit # :
Diverse environment and integration into it
Methodology of the unit is based on John Dewey’s basic principle of progressive education – teaching from experience and social interaction. Using this approach is effective especially in multicultural education because each representative of religious and ethnic groups has formed their own experience, attitude, stereotypes based on the attitudes, habits and traditions of their community. Students using this approach enlarge knowledge and get new common experience. It enables them to reach effective collaboration which is a basis of peaceful coexistence and progress in multicultural environment. The lessons are aimed at 'Knowledge Construction Process' and 'Prejudice Reduction' (according to Banks' paradigm of ME).
- Majority and minorities.
- Integration, assimilation, segregation, marginalization.
- Pedagogical approaches conducive to integration of religious and ethnic minorities in cultural multifarious class.
Unit # : Communication and social media
Unit # :
Communication and social media
Good communication can help promote a productive Mc environment especially in the field of education. Social media technologies as a potent tool of communication in the contemporary world can be efficiently employed for promoting effective beneficial intercultural communication among representatives of diverse cultural backgrounds. In this lesson student teachers will learn about how we share information, how we establish trust, how we develop relationships and how we maintain effective relationships in Mc settings, while attending to the risks and difficulties of misunderstanding reasoned by miscommunication; offering effective tools of skilful verbal and non-verbal communication.
Unit # : Active citizenship
Unit # :
Educating for active citizenship helps prepare students for living in a multicultural society, as it foster their understanding of the interconnectedness between the culturally diverse ethnic groups living together and fosters their involvement in building a culture of peace and social justice through the promotion of values, attitudes, and behaviours which enable the realization of democratic ideals, development and human rights for all. Using methods of debate, role-playing and improvisation provides students with the opportunity to comprehend “unfamiliar positions” which minority people experience, understand how they affect others’ lives for better or worse, learn how to analyse and think critically about multicultural issues, discuss problem solving strategies in multicultural society, develop tolerance towards people with diverse beliefs and experiences and might develop a sense of responsibility towards ethnic minorities.
Learning outcomes - Students will be able:
- To understand the interconnectedness between the culturally diverse ethnic groups living together.
- To examine multicultural issues critically, in light of values of humanism, human rights and democracy.
- To develop tolerance towards people with diverse beliefs and experiences.
- To develop the necessary skills and competences necessary for effective and constructive participation in a multicultural society.
Unit #: The Multicultural Educator
The importance of this threefold union is often neglected in modern education. Parents are key stakeholders, and taking into account their requirements will be beneficial for teaching/learning experience. In student's education and identity building teachers’ and parents’ roles, functions, tasks and even ultimate goals coincide partially. However, there is a complete coincidence of their interests. Therefore, cooperation is the only natural and indispensable form of their communication. Each cooperation has its own conditions and obligatory "rules of the game". In a diverse environment such essential and necessary conditions for cooperation between the teacher and the parent include the protection of ethical norms, mutual trust and goodwill.
Learning outcomes - Students will be able:
- To describe the importance of effective and positive communication between teacher, student and parent with different cultural background;
- To find ways for parents’ involvement in teaching/learning process in and outside multicultural school;
- To develop/advance skills of individual and group work, classification, analysis and presentation of information; peaceful and effective communication, work in a diverse environment; maintenance and support of positive and safe environment.